All posts by Maren Deepwell

CPD #cmalt as a springboard into openness and ownership

Recently there have been a lot of interesting posts on Twitter #cmalt about how compiling a portfolio of your professional practice can be an open process (if you have not come across the #cmalt accreditation scheme, have a look at the ALT website or watch this).

My own portfolio was accredited through CMALT in early 2016 and since then I’ve shared both posts about the process and the portfolio itself. But reading the recent posts made me think afresh about how undertaking CPD like compiling a CMALT portflio can be a springboard into openness and ownership – and some of the considerations I had when deciding on these issues.

Considering others: in the context of a portfolio that describes and reflects on professional practice taking colleagues into consideration is key. Even though the CMALT process requires you to focus on writing in the first person, to reflect on your individual practice, anyone with management responsibilities or who works as part of a team, needs to consider how others are portrayed in what they share. In my case, I asked colleagues for permission if it was necessary to refer to them directly and I chose examples of practice specifically because they were suitable for sharing.

Continuous reflection doesn’t have to be open: one of the key benefits of gaining CMALT for me is that it prompts me to continue my reflections on an ongoing basis as I collect evidence of practice for the update to my portfolio every 3 years. Some of this is work in progress or hastily written, so I don’t share it. I choose what I share, when and with whom and it’s valuable to have safe, closed spaces within my CMALT folders and documents that encourage critical reflection as well as recording achievements. The process of deciding what is open and what is less open in itself is a valuable experience.

Contributing to our understanding of professional practice: as well as sharing my portfolio I have also added it to the sharing initiative run by ALT. It’s not openly accessible to everyone, but only to members or individuals registered for the cmalt scheme. I think this offers the advantage of being able to contribute to a wider picture of what professional practice in Learning Technology looks like as well as helping others find useful examples in their sector, job role or specialist area. It also provides an alternative way of sharing practice instead of putting your portfolio out on the public web.

Taking ownership of what you share: I compiled my portfolio using Google Apps for Education (more info) and I use the same tools now to track my CPD and collect evidence as I go along. Loosing access to portfolios or evidence on institutional systems is a real risk for many and I wanted to keep my content for the long term. Recently, I have decided to take that a step further and started transferring my portfolio onto this site, my own domain (thanks to Reclaim Hosting!).

Some of it is already available now at http://marendeepwell.com/cmalt/  and in the fullness of time it should enable me to take even more ownership of my professional practice and the recognition I gain.

Input welcome: promoting equality in Learning Technology through openness

I am working on a slide deck to give a short presentation at the upcoming EdTech2017 conference (1-2 June, Institute of Technology Sligo, Ireland)on promoting equality in Learning Technology through openness. The proposal I submitted already includes a number of examples, but the inspiring (and still growing!) list of blog posts following the OER17 conference has made me consider what else I might include. In particular, there are two aspects of my talk I am going to be researching further and if you have any suggestions or references any input is most welcome:

  • “Where are we now”… in terms of equality in Learning Technology. I am thinking both about the edtech sector in general and the way in which the use of technology for learning, teaching or assessment can help promote equality;
  • Reading and ideas for good practice. As this is a short talk I’d like to include a list of where to go next so that participants can follow up further.

If you can contribute any references or other ideas, please leave a note in the comments or via Twitter to @marendeepwell . Thank you.

 

My #OER17: many voices taking action

What a week it’s been #OER17… As I wasn’t able to catch that many sessions while running the event, I am enjoying reading, watching and catching up with everything. And there is a lot out there – photos, drawings, presentations, videos, recorded live streams and an ever growing number of blog posts. Thank you for sharing!

Before the conference I had three hopes:

First, learn & listen about how Learning Technology can support openness. I am thinking here about technology used for learning, teaching and assessment in any context (ALT’s definition is useful here) not the more specific ‘educational technologies’ like VLEs or e-portfolios.  The huge potential of technology for all kinds of openness is evident – but what this conference made me think about is how critical it is for staff and students to gain sufficient understanding of the tools, platforms or networks to make informed use of them. That would include understanding what data about them is collected and how it is used, what footprints they may leave and for how long and so forth. Providing support for developing this kind of fluency can be difficult, in particular when in many institutions the concept of openness is contested. I came away with many questions and a sense that there is much to tackle once I get back to my desk…

Image of a Virtually Connecting Session
Photo of Lisa Taner, Lucy-Crompton-Reid & Maren Deepwell at a Virtually Connecting session at OER17 taken by Martin Weller

My second hope for OER17 was to make time for people and conversations. That was probably the most enjoyable aspect of my days, and like many other participants I was delighted to be able to connect in person with many individuals from my social networks. One of the highlights was joining a Virtually Connecting session with Lisa Taner and Lucy Crompton-Reid, facilitated by Martin Weller – and I am grateful to Maha Bali for inviting me. You can now watch it on YouTube . Meeting participants from different continents and having a conversation that bridges the physical divide was a great way of seeing things through someone else’s eyes. The social events before and during the conference were another good time for catching up and I was impressed by the bowling, ping pong and karaoke going on all around.

Together with Bryan Mathers I ran a workshop and Bryan has kindly shared all the content from the presentation and the featured image above, the ‘Live Thinkery’ I helped facilitate. The workshop was called “from Voice to Visual” (prezi is here) and we were looking at the creative journey of the ALT visual strategy. If you haven’t already, visit Bryan’s page dedicated to OER17 and find all of his visual thoughts, all licenced CC-BY – thank you, Bryan!

CC resist by @bryanMMathers
CC resist by @bryanMMathers at http://visualthinkery.com/project/oer17/

Conferences and communities like this are special to me, so my third hope was to enjoy the two days (and not ‘just’ do the day job). With so many inspiring and engaging sessions in the programme it is hard to pick out any specific ones. What brought it all together was the plenary panel. The recording of this session and the content created during the session are life affirming and I particularly enjoyed the Storify #OER17 #IWill shared by Catherine Cronin. Asking everyone to share their intention, their hope for making change and taking action was a powerful reminder of how much individual action matters, how much each of us matters. My experience of OER17 was a testament to that.

Time to be… open #OER17

We’re getting ready for the OER17: The Politics of Open conference this week. As one of the organisers of the event my main focus has to be on making sure everything runs as well as it can – but it’s also an opportunity for me to spend a few days with a community who shape the future of open education around the globe. And this year the conference has a stellar line up across 2 days with sessions set to challenge the politics of openness from the personal to the national.

Image of ALT laptop stickers
Stickers featured in the workshop

There already is a plethora of blog posts by practitioners reflecting on and setting out their thoughts, hopes and inspirations. It makes for inspiring reading and personally I can’t wait to see some of these conversations play out at the event. I might have to write a follow up blog post (with a particular focus on a workshop I will be running jointly with Bryan Mathers called ‘From Voice to Visual – the making of an open strategy’ ). For now, here is what I’ve got in mind for my own #OER17, beyond the running of it:

First, I’ll be looking out for new opportunities for Learning Technology to scale up, support and strengthen Open Educational practice. Technology isn’t always the answer, but I often think it can do more for openness.

Second, I’ll be making time to have conversations. This year I am prioritising people over the programme… so if you are at the event in person or joining into one of the streamed sessions (or my first venture into Virtually Connecting thanks to Maha Bali!) come and say hello.

Third on my list for this week is to enjoy OER17. That might seem like an obvious one, but it’s worth remembering. Over the past 12 months I have seen volunteers and colleagues pull together an event that has grown in participation, influence and voice. It’s going to be an amazing opportunity for everyone to come together and hopefully translate into practice and policy what they experience this week – taking action for open education.

Reflecting on what’s important… randomly

I miss having a rhizomatic course to participate in. This kind of post of professional and personal reflection feels like it would have been appropriate for that kind of sharing space. In the absence of a course however, this is ‘just’ a rather random post.

I’ve recently thought a lot about what’s important. Three very different things,  a work project, a TV programme and a new network, have come together in my head and it’s an interesting place to think.

First, I’ve spent the past few months working on a new strategy for the member organisation I work for and that involved a lot of listening, observing and trying to understand what matters to the individuals and organisations we serve. The strategy ended up being shaped by shared values, an articulation of what’s important to the community.

Second, I’ve also been watching an excellent new documentary series on design (Abstract on Netflix). It explores different types of design from illustration to interior design and it uses the tools of digital film making to enhance the story telling. I love seeing the world through the eyes of people who shape it as they ask what is important and why.

Third, I’ve helped promote an emerging network (see http://femedte.ch/about/) which is focused on providing support and collaboration for a community of like minded individuals. The values that are being articulated as this network forms again focus on what’s important: equality for example.

In each instance people make an effort to engage, they spend time and effort, because of something that is important to them. That is true whether it’s a designer who wants to change the way we feel about being at home, a professional who wants to develop in their career or someone who wants to make their voice heard promoting women in education and technology.

It is hopeful, encouraging, to see people look at the world and take a positive action to change it for the better. Taking some personal responsibility for making a change within a personal or professional sphere requires effort and decisiveness. And the visions of what the future could look like in my three examples are positive. I’d like to see more equality in education and technology. I’d also like to see designers make homes, public spaces and products that I inhabit or use more green, more holistic, more humane. And I’d like to see the values articulated in the strategy I’ve worked on put into practice on a bigger scale. Amidst the sea of chaotic bleakness that news and social media can seem like at times, it’s important to reflect on what we care about and that we can contribute to making it happen.

Equality, empowerment, accreditation and beyond. My fantasy conference proposals… #altc

Every year around this time when I encourage my peers to submit proposals to the ALT Annual Conference, I reflect on the fact that as one of the organisers I can’t submit a proposal myself. And given that as a Learning Technologist this is one of the key events in my diary each year, I have often thought about what I would submit if I wasn’t affiliated with ALT. So here are some of my fantasy proposals, ideas in the making, that I won’t be submitting (again) this year. If you have your own ideas then your chance to submit your 250/500 word proposal is still open until 20th (or soon to be 27th) March. Take your chance & make your voice heard.

Poster, Theme: Wildcard: Poster showing how peer accreditation for Learning Technologist works based on the CMALT framework, which is mapped to a number of other accreditation pathways including the UKPSF, the Jisc Digital Capabilities Framework and Blended Learning Essentials. CC licenced so that the model can be adopted by participants in their own contexts.

Lightening Talk, Theme: Empowerment in learning Technology: Empowered #edtech governance. A fast paced, visual take on how to work collaboratively with decision makers to build new strategies, using work with cross-sector stake holders as examples. Would include a 1 page “recipe” handout to take away and try out in your own organisation.

Presentation, Theme: Learning Spaces: this presentation would be led by three apprentices/interns whom I have worked with in the past year and they would take participants on a tour of their learning spaces, both physical and virtual. The tour guides would explain how spaces are used and lived in, why and for what purpose. We would reflect on issues like privacy and agency in different spaces and importantly what happens in the spaces and time periods between things, i.e. between institutions, between life stages, between qualifications. We’d question how Learning Technology can provide continuity for life long learning both online and in person.

Panel, Theme: Empowerment in Learning Technology: Working in Learning technology one of the things I am passionate about is equality. Particularly for those working as open practitioners there are so many ways in which inequality and discrimination can impact on our ability to achieve our aims. This panel would bring together 5 exceptional practitioners to share their own strategies for empowered practice in Learning Technology and to reflect critically on how their approaches are challenged. We’d invite participants to contribute their own tips and tools in advance and during the discussion, ending up in a series of posts providing practical information that would be useful to both learners and professionals.

Workshop, Theme: Wildcard: Learning Technology: top 10 complete failures. This is one of the sessions I’d like to go to but somehow it doesn’t seem to make it onto any conference programme. Presumably because no institution pays for their staff to go and share the details of how they lost money or worse when Learning Technology failed. And indeed because no one wishes to have this particular reference added to their CV. Still, other conferences now include specific sessions where we explore what happens when things go wrong. What happens when projects don’t deliver, students don’t use the tools or academics simply don’t co-operate. The list of forgotten, crumbling Learning Technologies is long. This workshop then would include the brave colleagues I have known and worked with over the years who would be prepared to share their perspectives so that we don’t have to make the same mistakes over and over again. Participants would be contributing their own stories. Ideally one or two policy makers and industry experts would be contributing, too.

You probably have your own ideas as to what sessions you’d like to go and see at the conference. Submit them… .

My #EdTechRations outtakes

I recently wrote a post about contributing to a new book edited by David Hopkins called Emergency Rations #EdTechRations .

Not everything I wrote made it into the final version and I wrote quite a bit about how I work in addition to describing the things I can’t do without. So below is my contribution with additional comments and images that shows what it looks like as work in progress.

When I wrote the intro I thought about what makes certain things indispensable to me and why.

As is becoming increasingly common, my place of work can vary a lot from day to day and mostly I work on the go, between meetings or on the way to give presentations. I don’t often meet the people I work with  in person. Instead we communicate virtually. Still, I have to be able to collaborate effectively, so most of the technology I can’t do without helps me to keep in touch and to work together.

I try to find a balance between being contactable and getting space to think and get things done. So while I do have a smart watch, phone or laptop with me most of the time, I often switch all notifications off or enable flight mode.

Chromebook & Google Apps for Education

For about two years now a basic Toshiba Chromebook has been my constant companion. Bought initially to provide short term support during large events I have ended up using it for everything.

As a piece of kit it certainly has its limitations, but for me, there are significant advantages: to start with it is cheap, robust and data is not stored on the device so I cannot lose it. It starts up quickly, it is easy to use and provided you either learn or know how to use the apps it runs it delivers a great user experience. I have learnt some short cuts that really make a difference and the support documentation online is constantly growing. I am very partial to the mobile devices I have running iOS because I prefer the user interface, but on the laptop ChromeOS does a good job and is constantly improving.

Having limitations in what I software I can use has also had two other benefits: first, it has made my work more collaborative as practically everything I work on is shared. Secondly. It has forced me to take a simpler approach to complex tasks. I like the elegant simplicity I have become accustomed to.

I use as many different operating systems as possible because I like to keep in touch with what iOS/MacOS, Android and Windows feel like. Google Apps for Education help me switch between different devices and operating systems (nearly) seamlessly. Becoming more expert at using and administrating GAFE has had the welcome additional benefit of enabling me to support colleagues across the organisation better. I have also found it a useful tool for supporting professional development, such as building a shared, open CMALT portfolio .

I have written quite a bit in this blog about CMALT (you can see a list of previous posts here). One of the things I wish I had was a better way of recording evidence of professional development on the go. I have tried all sorts of apps and forms, but haven’t found anything that really fits the bill.

Headset, mobile data storage, power packs

Other bits and pieces that I usually have somewhere in my bag are a headset or headphones, a variety of options for data storage big and small and also at least one power pack to charge up mobile devices. I am not very good at carrying around the right kind of adapters for various things, so I rely on being able to plug in my Chromebook and everything else has to survive the day without top up. I am not choosy about which particular make I have as too often these small items get borrowed by co-presenters or colleagues and end up to need replacing.

Reading some of the other contributions to the book I was inspired by how much others think about the kinds of technology I described above. My shopping list has grown considerably since. These are often small essentials that can make a big difference.

The other things I reflected on was the non-digital items I have included. Obviously educational technology doesn’t have to be digital, but most of the time that’s what we seem to end up talking about. I am still glad I included things like pen, paper and shoes… .

Pen & paper

However much I use my watch, phone or laptop, I use pen and paper every day and it is something I could not do without. It doesn’t matter what kind of digital technology I have at my disposal there are always times when putting pen to paper is my first choice. Drawing, sketching, writing – there’s no substitute for me. I have a green Moleskine notebook that I take everywhere and solutions to some of the most complex things I do at work start life as a scribbly drawing on the pages of that notebook marked clearly by the uneven movement of the train.

Business cards, flyers or other printed materials

I  work with many people who are skeptical about Learning Technology or indeed technology in general. No matter what the context is there is always someone who prefers to have paper in their hand. So in that instance all of the digital technology I carry around can be useless and I have to have some form of paper back up. Business cards or printed postcards or flyers can be useful here. They are also a good alternative for when the technology or connectivity let me down. And you never know who you might meet on a train.

Shoes…

However much I work virtually, walking places is a major part of my working life. Sometimes it is simply between one room and another within a conference venue, on other days it is through a new city. My watch or phone might be measuring the distance or help me navigate along my route, but clocking up the miles is hardest on my feet. Shoes that are still comfortable 12 hours into my day and get me as fast as possible from A to B are essential. Shoes can say a lot about a person. They are part of making a first impression, everyone sees them when you stand on stage or at the front of a lecture theater. Just like stickers on a laptop or pin badges on lapels shoes can make a statement about who you are and where you are going.

Did I miss anything? Some apps maybe, stickers, pin badges like my CMALT badge for example… 😉 and I think there may be a whole section to be written on umbrellas – a technology four thousand years old that I cannot do without.

Collaboration in practice: Contributing to Emergency Rations #EdTechRations

This week saw the publication of a new book edited by David Hopkins called Emergency Rations #EdTechRations. This is a volume of contributions from dozens of individuals across sectors and below is a short description of  what the book is about:

“What’s so important we can’t leave it at home?”

This book is a collection of 40 world leading teachers, academics, influencers, critics and practitioners who have answered the question “have you ever walked out the door to go to work, the shops, the gym, etc. and realised you’d forgotten to pick up your smartphone? And then turned around and gone right back for it?

It was fun to contribute my own emergency rations and I enjoyed having a writing challenge of a different kind for a change. Seeing the finished product drop through my letterbox and leafing through so many different contributions, mostly written in words, but also drawn and illustrated, made me reflect on what a productive collaborative effort this has been.

A lot of the work I do is collaborative and I know first hand that getting a large group of people to produce something specific for a specific deadline is no small task. We used a range of platforms from Slack to Google Docs and Twitter along the way and I learnt a lot from reading and commenting on drafts of colleagues and then going back to review my own.

In the end what I included only represents a small part of the content I ended up writing, but the other bits will end up in blog posts or journal articles over time.

A big thank you to David for pulling everything together!

For my part, I am going to use this experience to set my sights on more writing projects in future, both collaborative and individual. It’s been an inspiring experience to see collaboration in practice.

The Future of Education in the House of Stairs…

I am looking forward to participating in the OEB Midsummit in June. Speakers have been invited to provide a quote about the future of education and you can read what others have written already on the event’s website (click on a speaker’s name to see their quote).

Whilst I was thinking about what I might say, I read through what the others have written and one quote from Audrey Watters is “I’m afraid that the future of education will be built by people who read dystopian science fiction novels and liked the “innovations”.” That made me think about books I have recently been reading by William Sleator. I am only familiar with his young adult novels and one book in particular has stuck in my mind for the past 20 years or so: it’s called House of Stairs and was published in 1974.

When I read it as a young adult I was most interested in the individual characters, five 16-year old orphans, trapped in a seemingly endless space that is filled with white stairs. The stairs become their world, the landscape in which they negotiate each other and themselves. As their struggle to survive intensifies their relationships do, too. At the end of the book [spoiler alert…] they are rescued. Yet despite the relative safety they find themselves in, their experience alters their behaviour and lives irrevocably. Some resist, others comply, and all pay a high price. It is not a happy ending and the vision of a dystopian future where even the most basic of rights and choices are beyond the characters’ control stayed with me.

Reading it again recently I thought less about the individuals, although the story is still gripping, and more about those in charge. Those who watch over their experiment as it comes to its gruesome conclusion. The powers that be (political or economic) have needs that this experiment must meet and the fate of the young protagonists is only incidental, it is revealed, to the wider effort. They have no agency, no say over their fate or future.

To be able to think, analyse and reflect is empowering. Having agency, having the power to determine the shape of things to come, seems to me to be a purpose of education. In the House of Stairs only extreme resistance offers the chance to exercise your own will, to have any form of agency.

I just hope that the people Audrey Watters is talking about don’t have the same bedtime reading as me.